-
1
-
-
0001134070
-
Competitive, cooperative, and individualistic goal structures: A cognitive-motivational analysis
-
R.Ames & C.Ames (eds.),. New York: Academic Press
-
Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-motivational analysis. In R.Ames & C.Ames (eds.), Research on motivation in education: Vol. 1. Student motivation. New York: Academic Press.
-
(1984)
Research on motivation in education: Vol. 1. Student motivation
-
-
Ames, C.1
-
2
-
-
79955951475
-
Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning
-
H. L.Andrade & G. J.Cizek (eds.), New York: Routledge
-
Andrade, H. L. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. L.Andrade & G. J.Cizek (eds.), Handbook of formative assessment (pp. 90-105). New York: Routledge.
-
(2010)
Handbook of formative assessment
, pp. 90-105
-
-
Andrade, H.L.1
-
3
-
-
79959982562
-
Rubric-referenced self-assessment and middle school students' writing
-
Andrade, H. L., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students' writing. Assessment in Education, 17(2), 199-214.
-
(2010)
Assessment in Education
, vol.17
, Issue.2
, pp. 199-214
-
-
Andrade, H.L.1
Du, Y.2
Mycek, K.3
-
4
-
-
44149117735
-
Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary students' writing
-
Andrade, H. L., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary students' writing. Educational Measurement: Issues and Practice, 27(2), 3-13.
-
(2008)
Educational Measurement: Issues and Practice
, vol.27
, Issue.2
, pp. 3-13
-
-
Andrade, H.L.1
Du, Y.2
Wang, X.3
-
5
-
-
27944469338
-
-
Assessment Reform Group. (2002). Assessment for learning: 10 principles. Retrieved from http://arrts.gtcni.org.uk/gtcni/bitstream/2428/4623/1/Assessment%20for%20Learning%20-%2010%20principles.pdf
-
(2002)
Assessment for learning: 10 principles
-
-
-
6
-
-
33746878674
-
Self-efficacy mechanism in human agency
-
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
-
(1982)
American Psychologist
, vol.37
, pp. 122-147
-
-
Bandura, A.1
-
9
-
-
0003921938
-
-
White Plains, NY: Longman
-
Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, Handbook I: Cognitive domain. White Plains, NY: Longman
-
(1956)
Taxonomy of educational objectives: The classification of educational goals, Handbook I: Cognitive domain
-
-
Bloom, B.S.1
Englehart, M.D.2
Furst, E.J.3
Hill, W.H.4
Krathwohl, D.R.5
-
12
-
-
0031487553
-
A theoretical framework for the role of classroom assessment in motivating student effort and achievement
-
Brookhart, S. M. (1997). A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10(2), 161-180.
-
(1997)
Applied Measurement in Education
, vol.10
, Issue.2
, pp. 161-180
-
-
Brookhart, S.M.1
-
13
-
-
1842746830
-
Successful students' formative and summative use of assessment information
-
Brookhart, S. M. (2001). Successful students' formative and summative use of assessment information. Assessment in Education, 8, 153-169.
-
(2001)
Assessment in Education
, vol.8
, pp. 153-169
-
-
Brookhart, S.M.1
-
14
-
-
78649384959
-
Expanding views about formative classroom assessment: A review of the literature
-
J. H.McMillan (ed.), New York: Teachers College Press
-
Brookhart, S. M. (2007). Expanding views about formative classroom assessment: A review of the literature. In J. H.McMillan (ed.), Formative classroom assessment: Theory into practice (pp. 43-62). New York: Teachers College Press.
-
(2007)
Formative classroom assessment: Theory into practice
, pp. 43-62
-
-
Brookhart, S.M.1
-
16
-
-
29244472969
-
"I don't like writing. It makes my fingers hurt": Students talk about their classroom assessments
-
Brookhart, S. M., & Bronowicz, D. L. (2003). "I don't like writing. It makes my fingers hurt": Students talk about their classroom assessments. Assessment in Education, 10, 221-242.
-
(2003)
Assessment in Education
, vol.10
, pp. 221-242
-
-
Brookhart, S.M.1
Bronowicz, D.L.2
-
17
-
-
0347655228
-
Testing a theory about the role of classroom assessment in student motivation and achievement
-
Brookhart, S. M., & DeVoge, J. G. (1999). Testing a theory about the role of classroom assessment in student motivation and achievement. Applied Measurement in Education, 12, 409-425.
-
(1999)
Applied Measurement in Education
, vol.12
, pp. 409-425
-
-
Brookhart, S.M.1
DeVoge, J.G.2
-
18
-
-
0037208187
-
Classroom assessment, student motivation, and achievement in high school social studies classes
-
Brookhart, S. M., & Durkin, D. T. (2003). Classroom assessment, student motivation, and achievement in high school social studies classes. Applied Measurement in Education, 16, 27-54.
-
(2003)
Applied Measurement in Education
, vol.16
, pp. 27-54
-
-
Brookhart, S.M.1
Durkin, D.T.2
-
19
-
-
33646685342
-
Patterns of relationship among motivational and effort variables for different classroom assessments
-
April, Paper presented at the, New Orleans, LA
-
Brookhart, S. M., & Peretin, J. (2002, April). Patterns of relationship among motivational and effort variables for different classroom assessments. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
-
(2002)
Annual meeting of the American Educational Research Association
-
-
Brookhart, S.M.1
Peretin, J.2
-
20
-
-
33646703089
-
The dynamics of motivation and effort for classroom assessments in middle school science and social studies
-
Brookhart, S. M., Walsh, J. M., & Zientarski, W. A. (2006). The dynamics of motivation and effort for classroom assessments in middle school science and social studies. Applied Measurement in Education, 19(2), 151-184.
-
(2006)
Applied Measurement in Education
, vol.19
, Issue.2
, pp. 151-184
-
-
Brookhart, S.M.1
Walsh, J.M.2
Zientarski, W.A.3
-
21
-
-
84970331366
-
Feedback and self-regulated learning: A theoretical synthesis
-
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
-
(1995)
Review of Educational Research
, vol.65
, pp. 245-281
-
-
Butler, D.L.1
Winne, P.H.2
-
22
-
-
0035580269
-
Perceptions of classroom environment, achievement goals, and achievement outcomes
-
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43-54.
-
(2001)
Journal of Educational Psychology
, vol.93
, pp. 43-54
-
-
Church, M.A.1
Elliot, A.J.2
Gable, S.L.3
-
23
-
-
34247606863
-
Subtle linguistic cues affect children's motivation
-
Cimpian, A., Arce, H. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children's motivation. Psychological Science, 18(4), 314-316.
-
(2007)
Psychological Science
, vol.18
, Issue.4
, pp. 314-316
-
-
Cimpian, A.1
Arce, H.C.2
Markman, E.M.3
Dweck, C.S.4
-
24
-
-
0007211728
-
Teachers' assessment practices: Preparation, isolation, and the kitchen sink
-
Cizek, G. J., Fitzgerald, S. M., & Rachor, R. E. (1995). Teachers' assessment practices: Preparation, isolation, and the kitchen sink. Educational Assessment, 3, 159-179.
-
(1995)
Educational Assessment
, vol.3
, pp. 159-179
-
-
Cizek, G.J.1
Fitzgerald, S.M.2
Rachor, R.E.3
-
26
-
-
84965599903
-
The impact of classroom evaluation practices on students
-
Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438-481.
-
(1988)
Review of Educational Research
, vol.58
, pp. 438-481
-
-
Crooks, T.J.1
-
27
-
-
54949158192
-
Identifying students' perceptions of the important classroom features affecting learning aspects of a design-based learning environment
-
Doppelt, Y., & Schunn, C. D. (2008). Identifying students' perceptions of the important classroom features affecting learning aspects of a design-based learning environment. Learning Environments Research, 11(3), 195-209.
-
(2008)
Learning Environments Research
, vol.11
, Issue.3
, pp. 195-209
-
-
Doppelt, Y.1
Schunn, C.D.2
-
29
-
-
0002647891
-
Expectancies, values, and academic behavior
-
J. T.Spence (ed.),. San Francisco: Freeman
-
Eccles, J. (1983). Expectancies, values, and academic behavior. In J. T.Spence (ed.), Academic and achievement motives. San Francisco: Freeman.
-
(1983)
Academic and achievement motives
-
-
Eccles, J.1
-
30
-
-
21144459234
-
An evaluation of elementary textbook tests as classroom assessment tools
-
Frisbie, D. A., Miranda, D. U., & Baker, K. K. (1993). An evaluation of elementary textbook tests as classroom assessment tools. Applied Measurement in Education, 6, 21-36.
-
(1993)
Applied Measurement in Education
, vol.6
, pp. 21-36
-
-
Frisbie, D.A.1
Miranda, D.U.2
Baker, K.K.3
-
32
-
-
34548651142
-
A theoretical review of Winne and Hadwin's model of self-regulated learning: New perspectives and directions
-
Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin's model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3), 334-372.
-
(2007)
Review of Educational Research
, vol.77
, Issue.3
, pp. 334-372
-
-
Greene, J.A.1
Azevedo, R.2
-
33
-
-
0040028342
-
Student evaluation techniques and their relationship to grade and curriculum
-
Gullickson, A. R. (1985). Student evaluation techniques and their relationship to grade and curriculum. Journal of Educational Research, 79, 96-100.
-
(1985)
Journal of Educational Research
, vol.79
, pp. 96-100
-
-
Gullickson, A.R.1
-
35
-
-
69249219735
-
-
June, Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). (ERIC Document Reproduction Service No. ED488709)
-
Haertel, E., & Herman, J. (2005, June). A historical perspective on validity arguments for accountability testing. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). (ERIC Document Reproduction Service No. ED488709)
-
(2005)
A historical perspective on validity arguments for accountability testing
-
-
Haertel, E.1
Herman, J.2
-
36
-
-
85066226275
-
Testing and motivation for learning
-
Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessment in Education, 10(2), 169-207.
-
(2003)
Assessment in Education
, vol.10
, Issue.2
, pp. 169-207
-
-
Harlen, W.1
Deakin Crick, R.2
-
38
-
-
0034196286
-
Motivating the academically unmotivated: A critical issue for the 21st century
-
Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179.
-
(2000)
Review of Educational Research
, vol.70
, pp. 151-179
-
-
Hidi, S.1
Harackiewicz, J.M.2
-
39
-
-
0000950875
-
Debilitating motivation and testing: A major educational problem-Possible solutions and policy applications
-
R.Ames & C.Ames (eds.),. New York: Academic Press
-
Hill, K. T. (1984). Debilitating motivation and testing: A major educational problem-Possible solutions and policy applications. In R.Ames & C.Ames (eds.), Research on motivation in education: Vol. 1. Student motivation. New York: Academic Press.
-
(1984)
Research on motivation in education: Vol. 1. Student motivation
-
-
Hill, K.T.1
-
40
-
-
44449167274
-
Task values, goals, and interest: An integrative analysis
-
Hulleman, C. S., Durik, A. M., Schweigert, S. A., & Harackiewicz, J. M. (2008). Task values, goals, and interest: An integrative analysis. Journal of Educational Psychology, 100, 398-416.
-
(2008)
Journal of Educational Psychology
, vol.100
, pp. 398-416
-
-
Hulleman, C.S.1
Durik, A.M.2
Schweigert, S.A.3
Harackiewicz, J.M.4
-
41
-
-
84906013793
-
-
London: Routledge
-
James, M., Black, P., Carmichael, P., Conner, C., Dudley, P., Fox, A., et al. (2006). Learning how to learn: Tools for schools. London: Routledge.
-
(2006)
Learning how to learn: Tools for schools
-
-
James, M.1
Black, P.2
Carmichael, P.3
Conner, C.4
Dudley, P.5
Fox, A.6
-
43
-
-
0039622815
-
A case study of assessment in a grade 10 English course
-
Kahn, E. A. (2000). A case study of assessment in a grade 10 English course. Journal of Educational Research, 93, 276-286.
-
(2000)
Journal of Educational Research
, vol.93
, pp. 276-286
-
-
Kahn, E.A.1
-
44
-
-
1842797312
-
The dimensions of classroom assessment: How field study students learn to grade in the middle level classroom
-
Kusch, J. W. (1999). The dimensions of classroom assessment: How field study students learn to grade in the middle level classroom. Journal of Educational Thought (Revue de la Pensee Educative), 33(1), 61-81.
-
(1999)
Journal of Educational Thought (Revue de la Pensee Educative)
, vol.33
, Issue.1
, pp. 61-81
-
-
Kusch, J.W.1
-
45
-
-
84965695819
-
Continuing motivation: An analysis of a seldom considered educational outcome
-
Maehr, M. L. (1976). Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research, 46, 443-362.
-
(1976)
Review of Educational Research
, vol.46
, pp. 443
-
-
Maehr, M.L.1
-
46
-
-
0342477836
-
Understanding assessment in the classroom: Phases of the assessment process-the assessment episode
-
Mavrommatis, Y. (1997). Understanding assessment in the classroom: Phases of the assessment process-the assessment episode. Assessment in Education, 4, 381-400.
-
(1997)
Assessment in Education
, vol.4
, pp. 381-400
-
-
Mavrommatis, Y.1
-
47
-
-
1842746836
-
Secondary teachers' classroom assessment and grading practices
-
McMillan, J. H. (2001). Secondary teachers' classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20(1), 20-32.
-
(2001)
Educational Measurement: Issues and Practice
, vol.20
, Issue.1
, pp. 20-32
-
-
McMillan, J.H.1
-
48
-
-
25844470499
-
Elementary teachers' classroom assessment and grading practices
-
McMillan, J. H., Myran, S., & Workman, D. (2002). Elementary teachers' classroom assessment and grading practices. Journal of Educational Research, 95, 203-213.
-
(2002)
Journal of Educational Research
, vol.95
, pp. 203-213
-
-
McMillan, J.H.1
Myran, S.2
Workman, D.3
-
49
-
-
84937184013
-
Changes in elementary school children's achievement goals for reading and writing: Results of a longitudinal and an intervention study
-
Meece, J. L., & Miller, S. D. (1999). Changes in elementary school children's achievement goals for reading and writing: Results of a longitudinal and an intervention study. Scientific Studies of Reading, 3, 207-229.
-
(1999)
Scientific Studies of Reading
, vol.3
, pp. 207-229
-
-
Meece, J.L.1
Miller, S.D.2
-
50
-
-
0011608632
-
The impact of evaluation processes on students
-
Natriello, G. (1987). The impact of evaluation processes on students. Educational Psychologist, 22, 155-175.
-
(1987)
Educational Psychologist
, vol.22
, pp. 155-175
-
-
Natriello, G.1
-
51
-
-
58149372279
-
Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance
-
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
-
(1984)
Psychological Review
, vol.91
, pp. 328-346
-
-
Nicholls, J.G.1
-
52
-
-
11144340991
-
-
(3rd ed.). Thousand Oaks, CA: Corwin Press
-
O'Connor, K. (2009). How to grade for learning (3rd ed.). Thousand Oaks, CA: Corwin Press.
-
(2009)
How to grade for learning
-
-
O'Connor, K.1
-
53
-
-
0030352186
-
Self-efficacy beliefs in academic settings
-
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
-
(1996)
Review of Educational Research
, vol.66
, Issue.4
, pp. 543-578
-
-
Pajares, F.1
-
54
-
-
0002645985
-
Students' motivational beliefs and their cognitive engagement in classroom academic tasks
-
D. H.Schunk & J. L.Meece (eds.), Hillsdale, NJ: Lawrence Erlbaum
-
Pintrich, P. R., & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D. H.Schunk & J. L.Meece (eds.), Student perceptions in the classroom (pp. 149-183). Hillsdale, NJ: Lawrence Erlbaum.
-
(1992)
Student perceptions in the classroom
, pp. 149-183
-
-
Pintrich, P.R.1
Schrauben, B.2
-
55
-
-
0345525832
-
The development of academic self-regulation: The role of cognitive and motivational factors
-
A.Wigfield & J. S.Eccles (eds.), San Diego, CA: Academic Press
-
Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A.Wigfield & J. S.Eccles (eds.), Development of achievement motivation (pp. 249-284). San Diego, CA: Academic Press.
-
(2002)
Development of achievement motivation
, pp. 249-284
-
-
Pintrich, P.R.1
Zusho, A.2
-
56
-
-
1042291396
-
The role of classroom assessment in student performance on TIMSS
-
Rodriguez, M. C. (2004). The role of classroom assessment in student performance on TIMSS. Applied Measurement in Education, 17, 1-24.
-
(2004)
Applied Measurement in Education
, vol.17
, pp. 1-24
-
-
Rodriguez, M.C.1
-
57
-
-
84925931025
-
Classroom organization and the perception of ability
-
Rosenholtz, S. J., & Rosenholtz, S. H. (1981). Classroom organization and the perception of ability. Sociology of Education, 54, 132-140.
-
(1981)
Sociology of Education
, vol.54
, pp. 132-140
-
-
Rosenholtz, S.J.1
Rosenholtz, S.H.2
-
58
-
-
15844430942
-
Student self-evaluation in grade 5-6 mathematics: Effects on problem-solving achievement
-
Ross, J. A., Hogaboam-Gray, A., & Rolheiser, C. (2002). Student self-evaluation in grade 5-6 mathematics: Effects on problem-solving achievement. Educational Assessment, 8, 43-58.
-
(2002)
Educational Assessment
, vol.8
, pp. 43-58
-
-
Ross, J.A.1
Hogaboam-Gray, A.2
Rolheiser, C.3
-
59
-
-
0003152241
-
A motivational analysis of self-determination and self-regulation in the classroom
-
C.Ames & R.Ames (eds.),. New York: Academic Press
-
Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in the classroom. In C.Ames & R.Ames (eds.), Research on motivation in education: Vol. 2. The classroom milieu. New York: Academic Press.
-
(1985)
Research on motivation in education: Vol. 2. The classroom milieu
-
-
Ryan, R.M.1
Connell, J.P.2
Deci, E.L.3
-
60
-
-
0002209063
-
Intrinsic and extrinsic motivations: Classic definitions and new directions
-
Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
-
(2000)
Contemporary Educational Psychology
, vol.25
, pp. 54-67
-
-
Ryan, R.M.1
Deci, E.L.2
-
61
-
-
85043751872
-
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
-
Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
-
(2000)
American Psychologist
, vol.55
, Issue.1
, pp. 68-78
-
-
Ryan, R.M.1
Deci, E.L.2
-
62
-
-
0039921137
-
Formative assessment and the design of instructional systems
-
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
-
(1989)
Instructional Science
, vol.18
, pp. 119-144
-
-
Sadler, D.R.1
-
63
-
-
84952527430
-
The differential investment of mental effort in learning from different sources
-
Salomon, G. (1983). The differential investment of mental effort in learning from different sources. Educational Psychologist, 18, 42-50.
-
(1983)
Educational Psychologist
, vol.18
, pp. 42-50
-
-
Salomon, G.1
-
64
-
-
0000078870
-
Television is "easy" and print is "tough": The differential investment of mental effort as a function of perceptions and attributions
-
Salomon, G. (1984). Television is "easy" and print is "tough": The differential investment of mental effort as a function of perceptions and attributions. Journal of Educational Psychology, 76, 647-658.
-
(1984)
Journal of Educational Psychology
, vol.76
, pp. 647-658
-
-
Salomon, G.1
-
65
-
-
84948505747
-
Self-efficacy perspective on achievement behavior
-
Schunk, D. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58.
-
(1984)
Educational Psychologist
, vol.19
, pp. 48-58
-
-
Schunk, D.1
-
66
-
-
1842646065
-
Mathematics assessment: Practices and reporting methods
-
Schmidt, M. E., & Brosnan, P. A. (1996). Mathematics assessment: Practices and reporting methods. School Science and Mathematics, 96, 17-20.
-
(1996)
School Science and Mathematics
, vol.96
, pp. 17-20
-
-
Schmidt, M.E.1
Brosnan, P.A.2
-
67
-
-
77954942720
-
Systematic review of research evidence of the impact on students in secondary schools of self and peer assessment
-
London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London
-
Sebba, J., Crick, R. D., Yu, G., Lawson, H., Harlen, W., & Durant, K. (2008). Systematic review of research evidence of the impact on students in secondary schools of self and peer assessment. Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
-
(2008)
Research Evidence in Education Library
-
-
Sebba, J.1
Crick, R.D.2
Yu, G.3
Lawson, H.4
Harlen, W.5
Durant, K.6
-
69
-
-
84925929420
-
Classroom structure and the organization of ability
-
Simpson, C. (1981). Classroom structure and the organization of ability. Sociology of Education, 54, 120-132.
-
(1981)
Sociology of Education
, vol.54
, pp. 120-132
-
-
Simpson, C.1
-
70
-
-
0037239748
-
Effects of classroom assessment on student motivation in fifth-grade science
-
Stefanou, C., & Parkes, J. (2003). Effects of classroom assessment on student motivation in fifth-grade science. Journal of Educational Research, 96, 152-162.
-
(2003)
Journal of Educational Research
, vol.96
, pp. 152-162
-
-
Stefanou, C.1
Parkes, J.2
-
73
-
-
84988058855
-
Measuring thinking skills through classroom assessment
-
Stiggins, R. J., Griswold, M. M., & Wikelund, K. R. (1989). Measuring thinking skills through classroom assessment. Journal of Educational Measurement, 26, 233-246.
-
(1989)
Journal of Educational Measurement
, vol.26
, pp. 233-246
-
-
Stiggins, R.J.1
Griswold, M.M.2
Wikelund, K.R.3
-
75
-
-
0032257463
-
Students' reports of motivation and negative affect: A theoretical and empirical analysis
-
Turner, J. C., Thorpe, P. K., & Meyer, D. K. (1998). Students' reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90, 758-771.
-
(1998)
Journal of Educational Psychology
, vol.90
, pp. 758-771
-
-
Turner, J.C.1
Thorpe, P.K.2
Meyer, D.K.3
-
76
-
-
63849205314
-
Sources of self-efficacy in school: Critical review of the literature and future directions
-
Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796.
-
(2008)
Review of Educational Research
, vol.78
, Issue.4
, pp. 751-796
-
-
Usher, E.L.1
Pajares, F.2
-
77
-
-
0018437959
-
A theory of motivation for some classroom experiences
-
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25.
-
(1979)
Journal of Educational Psychology
, vol.71
, pp. 3-25
-
-
Weiner, B.1
-
78
-
-
84865634014
-
Influences on the development of academic self-regulatory processes
-
B. J.Zimmerman & D. H.Schunk (eds.), New York: Routledge
-
Wigfield, A., Klauda, S. L., & Cambria, J. (2011). Influences on the development of academic self-regulatory processes. In B. J.Zimmerman & D. H.Schunk (eds.), Handbook of self-regulation of learning and performance (pp. 33-48). New York: Routledge.
-
(2011)
Handbook of self-regulation of learning and performance
, pp. 33-48
-
-
Wigfield, A.1
Klauda, S.L.2
Cambria, J.3
-
79
-
-
78649973149
-
An integrative summary of the research literature and implications for a new theory of formative assessment
-
H. L.Andrade & G. J.Cizek (eds.), New York: Routledge
-
Wiliam, D. (2010). An integrative summary of the research literature and implications for a new theory of formative assessment. In H. L.Andrade & G. J.Cizek (eds.), Handbook of formative assessment (pp. 18-40). New York: Routledge.
-
(2010)
Handbook of formative assessment
, pp. 18-40
-
-
Wiliam, D.1
-
80
-
-
84929226113
-
Classroom processes in evaluating student achievement
-
Wilson, R. J. (1990). Classroom processes in evaluating student achievement. Alberta Journal of Educational Research, 36, 4-17.
-
(1990)
Alberta Journal of Educational Research
, vol.36
, pp. 4-17
-
-
Wilson, R.J.1
-
81
-
-
84855557545
-
A cognitive and metacognitive analysis of self-regulated learning
-
B. J.Zimmerman & D. H.Schunk (eds.), New York: Routledge
-
Winne, P. H. (2011). A cognitive and metacognitive analysis of self-regulated learning. In B. J.Zimmerman & D. H.Schunk (eds.), Handbook of self-regulation of learning and performance (pp. 15-32). New York: Routledge.
-
(2011)
Handbook of self-regulation of learning and performance
, pp. 15-32
-
-
Winne, P.H.1
-
82
-
-
0001982885
-
Studying as self-regulated learning
-
D. J.Hacker, J.Dunlosky, & A. C.Graesser (eds.), Mahwah, NJ: Lawrence Erlbaum
-
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J.Hacker, J.Dunlosky, & A. C.Graesser (eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Lawrence Erlbaum.
-
(1998)
Metacognition in educational theory and practice
, pp. 277-304
-
-
Winne, P.H.1
Hadwin, A.F.2
-
83
-
-
0012634724
-
Assessment as an episode of learning
-
R. E.Bennet & W. C.Ward (eds.), Hillsdale, NJ: Lawrence Erlbaum
-
Wolf, D. P. (1993). Assessment as an episode of learning. In R. E.Bennet & W. C.Ward (eds.), Construction versus choice in cognitive measurement (pp. 213-240). Hillsdale, NJ: Lawrence Erlbaum.
-
(1993)
Construction versus choice in cognitive measurement
, pp. 213-240
-
-
Wolf, D.P.1
-
84
-
-
0142168898
-
Classroom assessment practices and teachers' self-perceived assessment skills
-
Zhang, Z., & Burry-Stock, J. A. (2003). Classroom assessment practices and teachers' self-perceived assessment skills. Applied Measurement in Education, 16, 323-342.
-
(2003)
Applied Measurement in Education
, vol.16
, pp. 323-342
-
-
Zhang, Z.1
Burry-Stock, J.A.2
-
85
-
-
84858159850
-
Motivational sources and outcomes of self-regulated learning
-
B. J.Zimmerman & D. H.Schunk (eds.), New York: Routledge
-
Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning. In B. J.Zimmerman & D. H.Schunk (eds.), Handbook of self-regulation of learning and performance (pp. 49-64). New York: Routledge.
-
(2011)
Handbook of self-regulation of learning and performance
, pp. 49-64
-
-
Zimmerman, B.J.1
-
86
-
-
84871765754
-
Self-regulated learning and performance: An introduction and overview
-
B. J.Zimmerman & D. H.Schunk (eds.), New York: Routledge
-
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and overview. In B. J.Zimmerman & D. H.Schunk (eds.), Handbook of self-regulation of learning and performance (pp. 1-12). New York: Routledge.
-
(2011)
Handbook of self-regulation of learning and performance
, pp. 1-12
-
-
Zimmerman, B.J.1
Schunk, D.H.2
|